Alaska Math Standards - Alaska Mathematics Standards

758 standards, Kindergarten through AP.

Alaska developed its own math standards independently, covering K-8 and five high school domains: Algebra, Functions, Geometry, Number and Quantity, and Statistics and Probability. The standards balance procedural fluency with conceptual understanding tailored to Alaska's context.

Kindergarten

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K.CC Counting and Cardinality
K.CC.1Count to 100 by ones and by tens.
K.CC.2Count forward beginning from a given number within the known sequence.
K.CC.3Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4.aWhen counting objects, say the number names in standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.4.bUnderstand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.4.cUnderstand that each successive number name refers to a quantity that is one larger.
K.CC.5Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
K.CC.6Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching, counting, or estimating strategies).
K.CC.7Compare and order two numbers between 1 and 10 presented as written numerals.
K.G Geometry
K.G.1Describe objects in the environment using names of shapes and describe their relative positions (e.g., above, below, beside, in front of, behind, next to).
K.G.2Name shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,cylinders, and spheres) regardless of their orientation or overall size.
K.G.3Identify shapes as two-dimensional (flat) or three-dimensional (solid).
K.G.4Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices), and other attributes (e.g., having sides of equal lengths).
K.G.5Build shapes (e.g., using sticks and clay) and draw shapes.
K.G.6Put together two-dimensional shapes to form larger shapes (e.g., join two triangles with full sides touching to make a rectangle).
K.MD Measurement and Data
K.MD.1Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute (e.g., ruler to length). Describe several measurable attributes of a single object.
K.MD.2Make comparisons between two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
K.MD.3Classify objects into given categories (attributes). Count the number of objects in each category (limit category counts to be less than or equal to 10).
K.MD.4Name in sequence the days of the week.
K.MD.5Tell time to the hour using both analog and digital clocks.
K.MD.6Identify coins by name.
K.NBT Number and Operations in Base Ten
K.NBT.1Compose and decompose numbers from 11 to 19 into ten ones and some further ones (e.g., by using objects or drawings) and record each composition and decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight or nine ones.
K.OA Operations and Algebraic Thinking
K.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations.
K.OA.2Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems).
K.OA.3Decompose numbers less than or equal to10 into pairs in more than one way (e.g., by using objects or drawings, and record each decomposition by a drawing or equation). For example, 5 = 2 + 3 and 5 = 4 + 1.
K.OA.4For any number from 1- 4, find the number that makes 5 when added to the given number and, for any number from 1-9, find the number that makes 10 when added to the given number (e.g., by using objects, drawings or 10 frames) and record the answer with a drawing or equation.
K.OA.5Fluently add and subtract numbers up to 5.
K.OA.6Recognize, identify and continue simple patterns of color, shape, and size.

Grade 1

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1.CC Counting and Cardinality
1.CC.1Skip count by 2s and 5s.
1.CC.2Use ordinal numbers correctly when identifying object position (e.g., first, second, third, etc.).
1.CC.3Order numbers from 1-100. Demonstrate ability in counting forward and backward.
1.CC.4Count a large quantity of objects by grouping into 10s and counting by 10s and 1s to find the quantity.
1.CC.5Use the symbols for greater than, less than or equal to when comparing two numbers or groups of objects.
1.CC.6Estimate how many and how much in a given set to 20 and then verify estimate by counting.
1.G Geometry
1.G.1Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes. Identify shapes that have non-defining attributes (e.g., color, orientation, overall size). Build and draw shapes given specified attributes.
1.G.2Compose (put together) two-dimensional or three-dimensional shapes to create a larger, composite shape, and compose new shapes from the composite shape.
1.G.3Partition circles and rectangles into two and four equal shares. Describe the shares using the words, halves, fourths, and quarters and phrases half of, fourth of and quarter of. Describe the whole as two of or four of the shares. Understand for these examples that decomposing (break apart) into more equal shares creates smaller shares.
1.MD Measurement and Data
1.MD.1Measure and compare three objects using standard or non-standard units.
1.MD.2Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
1.MD.3Tell and write time in half hours using both analog and digital clocks.
1.MD.4Read a calendar distinguishing yesterday, today and tomorrow. Read and write a date.
1.MD.5Recognize and read money symbols including $ and ¢.
1.MD.6Identify values of coins (e.g., nickel = 5 cents, quarter = 25 cents). Identify equivalent values of coins up to $1 (e.g., 5 pennies = 1 nickel, 5 nickels = 1 quarter).
1.MD.7Organize, represent and interpret data with up to three categories. Ask and answer comparison and quantity questions about the data.
1.NBT Number and Operations in Base Ten
1.NBT.1Count to 120. In this range, read, write and order numerals and represent a number of objects with a written numeral.
1.NBT.2 Model and identify place value positions of two digit numbers. Include:
1.NBT.2.a10 can be thought of as a bundle of ten ones, called a "ten".
1.NBT.2.bThe numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones.
1.NBT.2.cThe numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones).
1.NBT.3Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, <.
1.NBT.4 Add using numbers up to 100 including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10.
1.NBT.4.aUse concrete models or drawings and strategies based on place value; properties of operations; and/or relationship between addition and subtraction.
1.NBT.4.bRelate the strategy to a written method and explain the reasoning used.
1.NBT.4.cDemonstrate in adding two-digit numbers, tens and tens are added, ones and ones are added and sometimes it is necessary to compose a ten from ten ones.
1.NBT.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.6 Subtract multiples of 10 up to 100.
1.NBT.6.aUse concrete models or drawings; strategies based on place value; properties of operations; and/or the relationship between addition and subtraction.
1.NBT.6.bRelate the strategy to a written method and explain the reasoning used.
1.OA Operations and Algebraic Thinking
1.OA.1Use addition and subtraction strategies to solve word problems (using numbers up to 20), involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, using a number line (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.
1.OA.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.
1.OA.3Apply properties of operations as strategies to add and subtract. (Students need not know the name of the property.) For example: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition). Demonstrate that when adding zero to any number, the quantity does not change (Identity property of addition).
1.OA.4Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
1.OA.5Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract using numbers up to 20, demonstrating fluency for addition and subtraction up to 10. Use strategies such as
1.OA.6.aCounting on
1.OA.6.bMaking ten (8 + 6 = 8 + 2 + 4 = 10 + 4 = 14)
1.OA.6.cDecomposing a number leading to a ten (13 - 4 = 13 - 3 -1 = 10 - 1 = 9)
1.OA.6.dUsing the relationship between addition and subtraction, such as fact families, (8 + 4 = 12 and 12 - 8 = 4)
1.OA.6.eCreating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.OA.7Understand the meaning of the equal sign (e.g., read equal sign as “same as”) and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false?6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2).
1.OA.8Determine the unknown whole number in an addition or subtraction equation. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 6 + 6 = ?, 5 = ? - 3.
1.OA.9Identify, continue and label patterns (e.g., aabb, abab). Create patterns using number, shape, size, rhythm or color.

Grade 2

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2.G Geometry
2.G.1Identify and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces compared visually, not by measuring. Identify triangles, quadrilaterals, pentagons, hexagons and cubes.
2.G.2Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.3Partition circles and rectangles into shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
2.MD Measurement and Data
2.MD.1Measure the length of an object by selecting and using standard tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.10Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart and compare problems using information presented in a bar graph.
2.MD.2Measure the length of an object twice using different length units for the two measurements. Describe how the two measurements relate to the size of the unit chosen.
2.MD.3Estimate, measure and draw lengths using whole units of inches, feet, yards, centimeters and meters.
2.MD.4Measure to compare lengths of two objects, expressing the difference in terms of a standard length unit.
2.MD.5Solve addition and subtraction word problems using numbers up to 100 involving length that are given in the same units (e.g., by using drawings of rulers). Write an equation with a symbol for the unknown to represent the problem.
2.MD.6Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1,2, …, and represent whole-number sums and differences within 100 on a number line diagram.
2.MD.7Tell and write time to the nearest five minutes using a.m. and p.m. from analog and digital clocks.
2.MD.8Solve word problems involving dollar bills and coins using the $ and ¢ symbols appropriately.
2.MD.9Collect, record, interpret, represent, and describe data in a table, graph or line plot.
2.NBT Number and Operations in Base Ten
2.NBT.1 Model and identify place value positions of three digit numbers. Include:
2.NBT.1.a100 can be thought of as a bundle of ten tens --called a "hundred".
2.NBT.1.bThe numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
2.NBT.2Count up to 1000, skip-count by 5s, 10s and 100s.
2.NBT.3Read, write, order up to 1000 using base-ten numerals, number names and expanded form.
2.NBT.4Compare two three-digit numbers based on the meanings of the hundreds, tens and ones digits, using >, =, < symbols to record the results.
2.NBT.5 Fluently add and subtract using numbers up to 100.
2.NBT.5.aUse strategies based on place value; properties of operations; and/or the relationship between addition and subtraction.
2.NBT.6Add up to four two-digit numbers using strategies based on place value and properties of operations.
2.NBT.7 Add and subtract using numbers up to 1000.
2.NBT.7.aUse concrete models or drawings and strategies based on place value; properties of operations; and/or relationship between addition and subtraction.
2.NBT.7.bRelate the strategy to a written method and explain the reasoning used.
2.NBT.7.cDemonstrate in adding or subtracting three-digit numbers, hundreds and hundreds are added or subtracted, tens and tens are added or subtracted, ones and ones are added or subtracted and sometimes it is necessary to compose a ten from ten ones or a hundred from ten tens.
2.NBT.8Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number.
2.NBT.9Explain or illustrate the processes of addition or subtraction and their relationship using place value and the properties of operations.
2.OA Operations and Algebraic Thinking
2.OA.1Use addition and subtraction strategies to estimate, then solve one- and two-step word problems (using numbers up to 100) involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.
2.OA.2Fluently add and subtract using numbers up to 20 using mental strategies. Know from memory all sums of two one-digit numbers.
2.OA.3Determine whether a group of objects (up to 20) is odd or even (e.g., by pairing objects and comparing, counting by 2s). Model an even number as two equal groups of objects and then write an equation as a sum of two equal addends.
2.OA.4Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. Write an equation to express the total as repeated addition (e.g., array of 4 by 5 would be 5 + 5 + 5 + 5 = 20).
2.OA.5Identify, continue and label number patterns (e.g., aabb, abab). Describe a rule that determines and continues a sequence or pattern.

Grade 3

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3.G Geometry
3.G.1Categorize shapes by different attribute classifications and recognize that shared attributes can define a larger category. Generalize to create examples or non-examples.
3.G.2Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
3.MD Measurement and Data
3.MD.1Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes or hours (e.g., by representing the problem on a number line diagram or clock).
3.MD.10Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, exhibiting rectangles with the same perimeter and different areas, exhibiting rectangles with the same area and different perimeters.
3.MD.2Estimate and measure liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve and create one-step word problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem). (Excludes multiplicative comparison problems [problems involving notions of “times as much.”])
3.MD.3Select an appropriate unit of English, metric, or non-standard measurement to estimate the length, time, weight, or temperature (L)
3.MD.4Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
3.MD.5Measure and record lengths using rulers marked with halves and fourths of an inch. Make a line plot with the data, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
3.MD.6Explain the classification of data from real-world problems shown in graphical representations. Use the terms minimum and maximum. (L)
3.MD.7 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.7.aA square with side length 1 unit is said to have “one square unit” and can be used to measure area.
3.MD.7.bDemonstrate that a plane figure can be covered without gaps or overlaps by n (e.g., 6) unit squares is said to have an area of n (e.g., 6) square units.
3.MD.8Measure areas by tiling with unit squares (square centimeters, square meters, square inches, square feet, and improvised units).
3.MD.9 Relate area to the operations of multiplication and addition.
3.MD.9.aFind the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. For example, after tiling rectangles, develop a rule for finding the area of any rectangle.
3.MD.9.bMultiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.9.cUse area models (rectangular arrays) to represent the distributive property in mathematical reasoning. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c.
3.MD.9.dRecognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. For example, the area of a 7 by 8 rectangle can be determined by decomposing it into a 7 by 3 rectangle and a 7 by 5 rectangle.
3.NBT Number and Operations in Base Ten
3.NBT.1Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2Use strategies and/or algorithms to fluently add and subtract with numbers up to 1000, demonstrating understanding of place value, properties of operations, and/or the relationship between addition and subtraction.
3.NBT.3Multiply one digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 10 x 60) using strategies based on place value and properties of operations.
3.NF Number and Operations –Fractions
3.NF.1Understand a fraction 1/b (e.g., 1/4) as the quantity formed by 1 part when a whole is partitioned into b (e.g., 4) equal parts; understand a fraction a/b (e.g., 2/4) as the quantity formed by a (e.g., 2) parts of size 1/b. (e.g., 1/4)
3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.2.aRepresent a fraction 1/b (e.g., 1/4) on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b (e.g., 4) equal parts. Recognize that each part has size 1/b (e.g., 1/4) and that the endpoint of the part based at 0 locates the number 1/b (e.g., 1/4) on the number line.
3.NF.2.bRepresent a fraction a/b (e.g., 2/8) on a number line diagram or ruler by marking off a lengths 1/b (e.g., 1/8) from 0. Recognize that the resulting interval has size a/b (e.g., 2/8) and that its endpoint locates the number a/b (e.g., 2/8) on the number line.
3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.3.aUnderstand two fractions as equivalent if they are the same size (modeled) or the same point on a number line.
3.NF.3.bRecognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model).
3.NF.3.cExpress and model whole numbers as fractions, and recognize and construct fractions that are equivalent to whole numbers. For Example: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
3.NF.3.dCompare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).
3.OA Operations and Algebraic Thinking
3.OA.1Interpret products of whole numbers (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). For example, show objects in rectangular arrays or describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.2Interpret whole-number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each). For example, deconstruct rectangular arrays or describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3.OA.3Use multiplication and division numbers up to 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).
3.OA.4Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?
3.OA.5 Make, test, support, draw conclusions and justify conjectures about properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.)
3.OA.5.aCommutative property of multiplication: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known.
3.OA.5.bAssociative property of multiplication: 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30.
3.OA.5.cDistributive property: Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56.
3.OA.5.dInverse property (relationship) of multiplication and division.
3.OA.6Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
3.OA.7Fluently multiply and divide numbers up to 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 ×5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.8Solve and create two-step word problems using any of the four operations. Represent these problems using equations with a symbol (box, circle, question mark) standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.OA.9Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Grade 4

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4.G Geometry
4.G.1Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular, parallel, and intersecting line segments. Identify these in two-dimensional (plane) figures.
4.G.2Classify two-dimensional (plane) figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
4.G.3Recognize a line of symmetry for a two-dimensional (plane) figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
4.MD Measurement and Data
4.MD.1Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4-ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36).
4.MD.2Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
4.MD.3Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
4.MD.4Solve real-world problems involving elapsed time between U.S. time zones (including Alaska Standard time). (L)
4.MD.5Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
4.MD.6Explain the classification of data from real-world problems shown in graphical representations including the use of terms range and mode with a given set of data. (L)
4.MD.7 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand the following concepts of angle measurement:
4.MD.7.aAn angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
4.MD.7.bAn angle that turns through n one-degree angles is said to have an angle measure of n degrees.
4.MD.8Measure and draw angles in whole-number degrees using a protractor. Estimate and sketch angles of specified measure.
4.MD.9Recognize angle measure as additive. When an angle is divided into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems (e.g., by using an equation with a symbol for the unknown angle measure).
4.NBT Number and Operations in Base Ten
4.NBT.1Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
4.NBT.2Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on the value of the digits in each place, using >, =, and < symbols to record the results of comparisons.
4.NBT.3Use place value understanding to round multi-digit whole numbers to any place using a variety of estimation methods; be able to describe, compare, and contrast solutions.
4.NBT.4Fluently add and subtract multi-digit whole numbers using any algorithm. Verify the reasonableness of the results.
4.NBT.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NBT.6Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NF Number and Operations –Fractions
4.NF.1Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
4.NF.2Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).
4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
4.NF.3.aUnderstand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.3.bDecompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions (e.g., by using a visual fraction model). For example: 3/8 = 1/8 + 1/8 + 1/8 ;3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
4.NF.3.cAdd and subtract mixed numbers with like denominators (e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction).
4.NF.3.dSolve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators (e.g., by using visual fraction models and equations to represent the problem).
4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
4.NF.4.aUnderstand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
4.NF.4.bUnderstand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
4.NF.4.cSolve word problems involving multiplication of a fraction by a whole number (e.g., by using visual fraction models and equations to represent the problem). Check for the reasonableness of the answer. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
4.NF.5Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
4.NF.6Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.7Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual model).
4.OA Operations and Algebraic Thinking
4.OA.1Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 groups of 7 and 7 groups of 5). (Commutative property) Represent verbal statements of multiplicative comparisons as multiplication equations.
4.OA.2Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem or missing numbers in an array). Distinguish multiplicative comparison from additive comparison.
4.OA.3Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
4.OA.4Find all factor pairs for a whole number in the range 1–100. Explain the correlation/differences between multiples and factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
4.OA.5Generate a number, shape pattern, table, t-chart, or input/output function that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Be able to express the pattern in algebraic terms. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
4.OA.6Extend patterns that use addition, subtraction, multiplication, division or symbols, up to 10 terms, represented by models (function machines), tables, sequences, or in problem situations. (L)

Grade 5

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5.G Geometry
5.G.1Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.G.2Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
5.G.3Understand that attributes belonging to a category of two dimensional (plane) figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.4Classify two-dimensional (plane) figures in a hierarchy based on attributes and properties.
5.MD Measurement and Data
5.MD.1Identify, estimate measure, and convert equivalent measures within systems English length (inches, feet, yards, miles) weight (ounces, pounds, tons) volume (fluid ounces, cups, pints, quarts, gallons) temperature (Fahrenheit) Metric length (millimeters, centimeters, meters, kilometers) volume (milliliters, liters), temperature (Celsius), (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems using appropriate tools.
5.MD.2Solve real-world problems involving elapsed time between world time zones. (L)
5.MD.3Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
5.MD.4Explain the classification of data from real-world problems shown in graphical representations including the use of terms mean and median with a given set of data. (L)
5.MD.5 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
5.MD.5.aA cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
5.MD.5.bA solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
5.MD.6Estimate and measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and non-standard units.
5.MD.7 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
5.MD.7.aEstimate and find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Demonstrate the associative property of multiplication by using the product of three whole-numbers to find volumes (length x width x height).
5.MD.7.bApply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems.
5.MD.7.cRecognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
5.NBT Number and Operations in Base Ten
5.NBT.1Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
5.NBT.2Explain and extend the patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain and extend the patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
5.NBT.3 Read, write, and compare decimals to thousandths.
5.NBT.3.aRead and write decimals to thousandths using base-ten numerals, number names, and expanded form [e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 (1/10) + 9 (1/100) + 2 (1/1000)].
5.NBT.3.bCompare two decimals to thousandths place based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
5.NBT.4Use place values understanding to round decimals to any place.
5.NBT.5Fluently multiply multi-digit whole numbers using a standard algorithm.
5.NBT.6Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, number lines, real life situations, and/or area models.
5.NBT.7Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between the operations. Relate the strategy to a written method and explain their reasoning in getting their answers.
5.NF Number and Operations –Fractions
5.NF.1Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
5.NF.2Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators (e.g., by using visual fraction models or equations to represent the problem). Use benchmark fractions and number sense of fractions to estimate mentally and check the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
5.NF.3Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers (e.g., by using visual fraction models or equations to represent the problem). For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5.NF.4.aInterpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
5.NF.4.bFind the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
5.NF.5 Interpret multiplication as scaling (resizing), by:
5.NF.5.aComparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
5.NF.5.bExplaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1. (Division of a fraction by a fraction is not a requirement at this grade.)
5.NF.6Solve real world problems involving multiplication of fractions and mixed numbers (e.g., by using visual fraction models or equations to represent the problem).
5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
5.NF.7.aInterpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
5.NF.7.bInterpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
5.NF.7.cSolve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions (e.g., by using visual fraction models and equations to represent the problem). For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
5.OA Operations and Algebraic Thinking
5.OA.1Use parentheses to construct numerical expressions, and evaluate numerical expressions with these symbols.
5.OA.2Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 x (8 + 7). Recognizing that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
5.OA.3Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

Grade 6

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6.EE Expressions and Equations
6.EE.1Write and evaluate numerical expressions involving whole-number exponents. For example, multiply by powers of 10 and products of numbers using exponents. (7^3 = 7•7•7)
6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.EE.2.aWrite expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.
6.EE.2.bIdentify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
6.EE.2.cEvaluate expressions and formulas. Include formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order with or without parentheses. (Order of Operations)
6.EE.3Apply the properties of operations to generate equivalent expressions. Model (e.g., manipulatives, graph paper) and apply the distributive, commutative, identity, and inverse properties with integers and variables by writing equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x.
6.EE.4Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
6.EE.5Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. For example: does 5 make 3x > 7 true?
6.EE.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
6.EE.7Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
6.EE.8Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
6.EE.9Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
6.G Geometry
6.G.1Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing or decomposing into other polygons (e.g., rectangles and triangles). Apply these techniques in the context of solving real-world and mathematical problems.
6.G.2Apply the standard formulas to find volumes of prisms. Use the attributes and properties (including shapes of bases) of prisms to identify, compare or describe three-dimensional figures including prisms and cylinders.
6.G.3Draw polygons in the coordinate plane given coordinates for the vertices; determine the length of a side joining the coordinates of vertices with the same first or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
6.G.4Represent three-dimensional figures (e.g., prisms) using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
6.G.5Identify, compare or describe attributes and properties of circles (radius, and diameter). (L)
6.NS The Number System
6.NS.1Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions (e.g., by using visual fraction models and equations to represent the problem). For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
6.NS.2Fluently multiply and divide multi-digit whole numbers using the standard algorithm. Express the remainder as a whole number, decimal, or simplified fraction; explain or justify your choice based on the context of the problem.
6.NS.3Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Express the remainder as a terminating decimal, or a repeating decimal, or rounded to a designated place value.
6.NS.4Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
6.NS.5Understand that positive and negative numbers describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explain the meaning of 0 in each situation.
6.NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
6.NS.6.aRecognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; Recognize that the opposite of the opposite of a number is the number itself [e.g., –(–3) = 3] and that 0 is its own opposite.
6.NS.6.bUnderstand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
6.NS.6.cFind and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
6.NS.7 Understand ordering and absolute value of rational numbers.
6.NS.7.aInterpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.
6.NS.7.bWrite, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 degrees C > –7 degrees C to express the fact that –3 degrees C is warmer than –7 degrees C.
6.NS.7.cUnderstand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
6.NS.7.dDistinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.
6.NS.8Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
6.RP Ratios and Proportional Relationships
6.RP.1Write and describe the relationship in real life context between two quantities using ratio language. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
6.RP.2Understand the concept of a unit rate (a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship) and apply it to solve real world problems (e.g., unit pricing, constant speed). For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”
6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations).
6.RP.3.aMake tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios, and understand equivalencies.
6.RP.3.bSolve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
6.RP.3.cFind a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
6.RP.3.dUse ratio reasoning to convert measurement units between given measurement systems (e.g., convert kilometers to miles); manipulate and transform units appropriately when multiplying or dividing quantities.
6.SP Statistics and Probability
6.SP.1Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
6.SP.2Understand that a set of data has a distribution that can be described by its center (mean, median, or mode), spread (range), and overall shape and can be used to answer a statistical question.
6.SP.3Recognize that a measure of center (mean, median, or mode) for a numerical data set summarizes all of its values with a single number, while a measure of variation (range) describes how its values vary with a single number.
6.SP.4Display numerical data in plots on a number line, including dot or line plots, histograms and box (box and whisker) plots.
6.SP.5 Summarize numerical data sets in relation to their context, such as by:
6.SP.5.aReporting the number of observations (occurrences).
6.SP.5.bDescribing the nature of the attribute under investigation, including how it was measured and its units of measurement.
6.SP.5.cGiving quantitative measures of center (median and/or mean) and variability (interquartile range), as well as describing any overall pattern and any outliers with reference to the context in which the data were gathered.
6.SP.5.dRelating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
6.SP.6Analyze whether a game is mathematically fair or unfair by explaining the probability of all possible outcomes. (L)
6.SP.7Solve or identify solutions to problems involving possible combinations (e.g., if ice cream sundaes come in 3 flavors with 2 possible toppings, how many different sundaes can be made using only one flavor of ice cream with one topping?) (L)

Grade 7

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7.EE Expressions and Equations
7.EE.1Apply properties of operations as strategies to add, subtract, factor, expand and simplify linear expressions with rational coefficients.
7.EE.2Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”
7.EE.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct multi-step equations and inequalities to solve problems by reasoning about the quantities.
7.EE.4.aSolve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
7.EE.4.bSolve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.
7.G Geometry
7.G.1Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.G.2Draw (freehand, with ruler and protractor, and with technology) geometric shapes including polygons and circles with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
7.G.3Describe the two-dimensional figures, i.e., cross-section, that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
7.G.4Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
7.G.5Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
7.G.6Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
7.NS The Number System
7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
7.NS.1.aShow that a number and its opposite have a sum of 0 (additive inverses). Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.
7.NS.1.bUnderstand addition of rational numbers (p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative). Interpret sums of rational numbers by describing real-world contexts.
7.NS.1.cUnderstand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
7.NS.1.dApply properties of operations as strategies to add and subtract rational numbers.
7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers and use equivalent representations.
7.NS.2.aUnderstand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
7.NS.2.bUnderstand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.
7.NS.2.cApply and name properties of operations used as strategies to multiply and divide rational numbers.
7.NS.2.dConvert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
7.NS.2.eConvert between equivalent fractions, decimals, or percents.
7.NS.3Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) For example, use models explanations, number lines, real life situations, describing or illustrating the effect of arithmetic operations on rational numbers (fractions, decimals).
7.RP Ratios and Proportional Relationships
7.RP.1Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour or apply a given scale factor to find missing dimensions of similar figures.
7.RP.2 Recognize and represent proportional relationships between quantities. Make basic inferences or logical predictions from proportional relationships.
7.RP.2.aDecide whether two quantities are in a proportional relationship (e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin).
7.RP.2.bIdentify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships in real world situations.
7.RP.2.cRepresent proportional relationships by equations and multiple representations such as tables, graphs, diagrams, sequences, and contextual situations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
7.RP.2.dUnderstand the concept of unit rate and show it on a coordinate plane. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
7.RP.3Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
7.SP Statistics and Probability
7.SP.1Understand that statistics can be used to gain information about a population by examining a reasonably sized sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
7.SP.2Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.
7.SP.3Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
7.SP.4Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
7.SP.5Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
7.SP.6Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
7.SP.7.aDesign a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.
7.SP.7.bDesign a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?
7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
7.SP.8.aUnderstand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
7.SP.8.bRepresent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.
7.SP.8.cDesign and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?

Grade 8

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8.EE Expressions and Equations
8.EE.1Apply the properties (product, quotient, power, zero, negative exponents, and rational exponents) of integer exponents to generate equivalent numerical expressions. For example, 3^2 × 3^–5 = 3^–3 = (1/3)^3 = 1/27.
8.EE.2Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that root 2 is irrational.
8.EE.3Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 10^8 and the population of the world as 7 × 10^9, and determine that the world population is more than 20 times larger.
8.EE.4Perform operations with numbers expressed in scientific notation, including problems where both standard notation and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. Interpret scientific notation that has been generated by technology.
8.EE.5Graph linear equations such as y = mx + b, interpreting m as the slope or rate of change of the graph and b as the y-intercept or starting value. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
8.EE.6Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
8.EE.7 Solve linear equations in one variable.
8.EE.7.aGive examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
8.EE.7.bSolve linear equations with rational coefficients, including equations whose solutions require expanding expressions using the distributive property and combining like terms.
8.EE.8 Analyze and solve systems of linear equations.
8.EE.8.aShow that the solution to a system of two linear equations in two variables is the intersection of the graphs of those equations because points of intersection satisfy both equations simultaneously.
8.EE.8.bSolve systems of two linear equations in two variables and estimate solutions by graphing the equations. Simple cases may be done by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
8.EE.8.cSolve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
8.F Functions
8.F.1Understand that a function is a rule that assigns to each input (the domain) exactly one output (the range). The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. For example, use the vertical line test to determine functions and non-functions.
8.F.2Compare properties of two functions, each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
8.F.3Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
8.F.4Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
8.F.5Given a verbal description between two quantities, sketch a graph. Conversely, given a graph, describe a possible real-world example. For example, graph the position of an accelerating car or tossing a ball in the air.
8.G Geometry
8.G.1 Through experimentation, verify the properties of rotations, reflections, and translations (transformations) to figures on a coordinate plane).
8.G.1.aLines are taken to lines, and line segments to line segments of the same length.
8.G.1.bAngles are taken to angles of the same measure.
8.G.1.cParallel lines are taken to parallel lines.
8.G.2Demonstrate understanding of congruence by applying a sequence of translations, reflections, and rotations on two-dimensional figures. Given two congruent figures, describe a sequence that exhibits the congruence between them.
8.G.3Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
8.G.4Demonstrate understanding of similarity, by applying a sequence of translations, reflections, rotations, and dilations on two-dimensional figures. Describe a sequence that exhibits the similarity between them.
8.G.5Justify using informal arguments to establish facts about the angle sum of triangles (sum of the interior angles of a triangle is 180 degrees), measures of exterior angles of triangles, angles created when parallel lines are cut be a transversal (e.g., alternate interior angles), and angle-angle criterion for similarity of triangles.
8.G.6Explain the Pythagorean Theorem and its converse.
8.G.7Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
8.G.8Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
8.G.9Identify and apply the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
8.NS The Number System
8.NS.1Classify real numbers as either rational (the ratio of two integers, a terminating decimal number, or a repeating decimal number) or irrational.
8.NS.2Order real numbers, using approximations of irrational numbers, locating them on a number line. For example, show that root 2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
8.NS.3Identify or write the prime factorization of a number using exponents. (L)
8.SP Statistics and Probability
8.SP.1Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
8.SP.2Explain why straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
8.SP.3Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and y-intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
8.SP.4Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects and use relative frequencies to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

Arithmetic with Polynomials and Rational Expressions

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A-APR.1Add, subtract, and multiply polynomials. Understand that polynomials form a system similar to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication.
A-APR.2Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
A-APR.3Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
A-APR.4Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x^2 + y^2)^2 = (x^2 – y^2)^2 + (2xy)^2 can be used to generate Pythagorean triples.
A-APR.5(+) Know and apply the Binomial Theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.
A-APR.6Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
A-APR.7(+) Add, subtract, multiply, and divide rational expressions. Understand that rational expressions form a system similar to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression.

Creating Equations and Inequalities

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A-CED.1Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
A-CED.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A-CED.3Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing cost constraints in various situations.
A-CED.4Rearrange formulas (literal equations) to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

Reasoning with Equations and Inequalities

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A-REI.1Apply properties of mathematics to justify steps in solving equations in one variable.
A-REI.10Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
A-REI.11Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
A-REI.12Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
A-REI.2Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
A-REI.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A-REI.4 Solve quadratic equations in one variable.
A-REI.4.aUse the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)^2 = q that has the same solutions. Derive the quadratic formula from this form.
A-REI.4.bSolve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
A-REI.5Show that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
A-REI.6Solve systems of linear equations exactly and approximately, e.g., with graphs or algebraically, focusing on pairs of linear equations in two variables.
A-REI.7Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x^2 + y^2 = 3.
A-REI.8(+) Represent a system of linear equations as a single matrix equation in a vector variable.
A-REI.9(+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).

Seeing Structure in Expressions

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A-SSE.1 Interpret expressions that represent a quantity in terms of its context.
A-SSE.1.aInterpret parts of an expression, such as terms, factors, and coefficients.
A-SSE.1.bInterpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)^n as the product of P and a factor not depending on P.
A-SSE.2Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2)(x^2 + y^2).
A-SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
A-SSE.3.aFactor a quadratic expression to reveal the zeros of the function it defines. For example, x^2 + 4x +3 = (x +3)(x +1).
A-SSE.3.bComplete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. For example, x^2 + 4x + 3 = (x + 2)^2 -1.
A-SSE.3.cUse the properties of exponents to transform expressions for exponential functions. For example the expression 1.15^t can be rewritten as (1.15^(1/12))^12t ≈ 1.012^(12t) to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.
A-SSE.4Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.

Functions

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Building Functions

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F-BF.1 Write a function that describes a relationship between two quantities.
F-BF.1.aDetermine an explicit expression, a recursive process, or steps for calculation from a context.
F-BF.1.bCombine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
F-BF.1.c(+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.
F-BF.2Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
F-BF.3Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
F-BF.4 Find inverse functions.
F-BF.4.aSolve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) = 2x^3 for x > 0 or f(x) = (x+1)/(x–1) for x ≠1.
F-BF.4.b(+) Verify by composition that one function is the inverse of another.
F-BF.4.c(+) Read values of an inverse function from a graph or a table, given that the function has an inverse.
F-BF.4.d(+) Produce an invertible function from a non-invertible function by restricting the domain.
F-BF.5(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

Interpreting Functions

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F-IF.1Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
F-IF.2Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
F-IF.3Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
F-IF.4For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
F-IF.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then negative numbers would be an appropriate domain for the function.
F-IF.6Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
F-IF.7.aGraph linear and quadratic functions and show intercepts, maxima, and minima.
F-IF.7.bGraph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
F-IF.7.cGraph polynomial functions, identifying zeros (using technology) or algebraic methods when suitable factorizations are available, and showing end behavior.
F-IF.7.d(+) Graph rational functions, identifying zeros and discontinuities (asymptotes/holes) using technology, and algebraic methods when suitable factorizations are available, and showing end behavior.
F-IF.7.eGraph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
F-IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
F-IF.8.aUse the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
F-IF.8.bUse the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^12t, y = (1.2)^t/10, and classify them as representing exponential growth or decay.
F-IF.9Compare properties of two functions each represented in a different way (algebraically, graphically, numerically, in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Linear, Quadratic, and Exponential Models

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F-LE.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.
F-LE.1.aShow that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
F-LE.1.bRecognize situations in which one quantity changes at a constant rate per unit interval relative to another.
F-LE.1.cRecognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
F-LE.2Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or input-output table of values.
F-LE.3Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
F-LE.4For exponential models, express as a logarithm the solution to ab^(ct) = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
F-LE.5Interpret the parameters in a linear or exponential function in terms of a context.

Trigonometric Functions

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F-TF.1Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
F-TF.2Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
F-TF.3(+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosines, and tangent for π-x, π +x, and 2π –x in terms of their values for x, where x is any real number.
F-TF.4(+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
F-TF.5Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
F-TF.6(+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
F-TF.7(+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
F-TF.8Prove the Pythagorean identity sin^2(θ) + cos^2(θ) = 1 and use it to calculate trigonometric ratios.
F-TF.9(+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Geometry

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Circles

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G-C.1Prove that all circles are similar.
G-C.2Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
G-C.3Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
G-C.4(+) Construct a tangent line from a point outside a given circle to the circle.
G-C.5Use and apply the concepts of arc length and areas of sectors of circles. Determine or derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.

Congruence

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G-CO.1Demonstrates understanding of key geometrical definitions, including angle, circle, perpendicular line, parallel line, line segment, and transformations in Euclidian geometry. Understand undefined notions of point, line, distance along a line, and distance around a circular arc.
G-CO.10Using methods of proof including direct, indirect, and counter examples to prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
G-CO.11Using methods of proof including direct, indirect, and counter examples to prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.
G-CO.12Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
G-CO.13Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
G-CO.2Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
G-CO.3Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
G-CO.4Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
G-CO.5Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
G-CO.6Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
G-CO.7Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
G-CO.8Explain how the criteria for triangle congruence (ASA, SAS, SSS, AAS, and HL) follow from the definition of congruence in terms of rigid motions.
G-CO.9Using methods of proof including direct, indirect, and counter examples to prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.

Geometric Measurement and Dimension

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Expressing Geometric Properties with Equations

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G-GPE.1Determine or derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
G-GPE.2Determine or derive the equation of a parabola given a focus and directrix.
G-GPE.3(+) Derive the equations of ellipses and hyperbolas given foci and directrices.
G-GPE.4Perform simple coordinate proofs. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, root 3) lies on the circle centered at the origin and containing the point (0, 2).
G-GPE.5Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
G-GPE.6Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
G-GPE.7Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.

Modeling with Geometry

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Similarity, Right Triangles, and Trigonometry

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G-SRT.1 Verify experimentally the properties of dilations given by a center and a scale factor:
G-SRT.1.aA dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
G-SRT.1.bThe dilation of a line segment is longer or shorter in the ratio given by the scale factor.
G-SRT.10(+) Prove the Laws of Sines and Cosines and use them to solve problems.
G-SRT.11(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
G-SRT.2Given two figures, use the definition of similarity in terms of transformations to explain whether or not they are similar.
G-SRT.3Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.
G-SRT.4Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely.
G-SRT.5Apply congruence and similarity properties and prove relationships involving triangles and other geometric figures.
G-SRT.6Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
G-SRT.7Explain and use the relationship between the sine and cosine of complementary angles.
G-SRT.8Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
G-SRT.9(+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.

Number and Quantity

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The Complex Number System

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N-CN.1Know there is a complex number i such that i^2 = –1, and every complex number has the form a + bi with a and b real.
N-CN.2Use the relation i^2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
N-CN.3(+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.
N-CN.4(+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.
N-CN.5(+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (1 – root 3i)3 = 8 because (1 – root 3i) has modulus 2 and argument 120°.
N-CN.6(+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.
N-CN.7Solve quadratic equations with real coefficients that have complex solutions.
N-CN.8(+) Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x – 2i).
N-CN.9(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

Quantities

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The Real Number System

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Vector and Matrix Quantities

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N-VM.1(+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|,
N-VM.10(+) Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.
N-VM.11(+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.
N-VM.12(+) Work with 2 × 2 matrices as a transformations of the plane, and interpret the absolute value of the determinant in terms of area.
N-VM.2(+) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.
N-VM.3(+) Solve problems involving velocity and other quantities that can be represented by vectors.
N-VM.4 (+) Add and subtract vectors.
N-VM.4.aAdd vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes.
N-VM.4.bGiven two vectors in magnitude and direction form, determine the magnitude and direction of their sum.
N-VM.4.cUnderstand vector subtraction v – w as v + (–w), where –w is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.
N-VM.5 (+) Multiply a vector by a scalar.
N-VM.5.aRepresent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as c(vx, vy) = (cvx, cvy).
N-VM.5.bCompute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Compute the direction of cv knowing that when |c|v ≠ 0, the direction of cv is either along v (for c > 0) or against v (for c < 0).
N-VM.6(+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.
N-VM.7(+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.
N-VM.8(+) Add, subtract, and multiply matrices of appropriate dimensions.
N-VM.9(+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.

Statistics and Probability

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Conditional Probability and the Rules of Probability

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S-CP.1Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).
S-CP.2Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
S-CP.3Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.
S-CP.4Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in 10th grade. Do the same for other subjects and compare the results.
S-CP.5Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.
S-CP.6Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model.
S-CP.7Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.
S-CP.8(+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.
S-CP.9(+) Use permutations and combinations to compute probabilities of compound events and solve problems.

Making Inferences and Justifying Conclusions

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S-IC.1Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
S-IC.2Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?
S-IC.3Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
S-IC.4Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
S-IC.5Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
S-IC.6Evaluate reports based on data.

Interpreting Categorical and Quantitative Data

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S-ID.1Represent data with plots on the real number line (dot plots, histograms, and box plots).
S-ID.2Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S-ID.3Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). For example: Justify why median price of homes or income is used instead of the mean.
S-ID.4Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
S-ID.5Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
S-ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
S-ID.6.aFit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
S-ID.6.bInformally assess the fit of a function by plotting and analyzing residuals. For example: Describe solutions to problems that require interpolation and extrapolation.
S-ID.6.cFit a linear function for a scatter plot that suggests a linear association.
S-ID.7Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
S-ID.8Compute (using technology) and interpret the correlation coefficient of a linear fit.
S-ID.9Distinguish between correlation and causation.

Using Probability to Make Decisions

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S-MD.1(+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.
S-MD.2(+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
S-MD.3(+) Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes.
S-MD.4(+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. For example, find a current data distribution on the number of TV sets per household in the United States, and calculate the expected number of sets per household. How many TV sets would you expect to find in 100 randomly selected households?
S-MD.5 (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
S-MD.5.aFind the expected payoff for a game of chance. For example, find the expected winnings from a state lottery ticket or a game at a fast-food restaurant.
S-MD.5.bEvaluate and compare strategies on the basis of expected values. For example, compare a high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident.
S-MD.6(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
S-MD.7(+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).

AP Calculus Learning Objectives

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CB.Calc.LIM Limits
CB.Calc.LIM-1 Reasoning with definitions, theorems, and properties can be used to justify claims about limits.
CB.Calc.LIM-1.ARepresent limits analytically using correct notation.
CB.Calc.LIM-1.BInterpret limits expressed in analytic notation.
CB.Calc.LIM-1.CEstimate limits of functions.
CB.Calc.LIM-1.DDetermine the limits of functions using limit theorems.
CB.Calc.LIM-1.EDetermine the limits of functions using equivalent expressions for the function or the squeeze theorem.
CB.Calc.LIM-2 Reasoning with definitions, theorems, and properties can be used to justify claims about continuity.
CB.Calc.LIM-2.AJustify conclusions about continuity at a point using the definition.
CB.Calc.LIM-2.BDetermine intervals over which a function is continuous.
CB.Calc.LIM-2.CDetermine values of x or solve for parameters that make discontinuous functions continuous, if possible.
CB.Calc.LIM-2.DInterpret the behavior of functions using limits involving infinity.
CB.Calc.LIM-3 The derivative of a function is defined as the limit of a difference quotient.
CB.Calc.LIM-3.AInterpret a limit as a definition of a derivative.
CB.Calc.LIM-4 L'Hospital's Rule allows us to determine the limits of some indeterminate forms.
CB.Calc.LIM-4.ADetermine limits of functions that result in indeterminate forms.
CB.Calc.LIM-5 Definite integrals can be approximated using geometric and numerical methods.
CB.Calc.LIM-5.AApproximate a definite integral using geometric and numerical methods.
CB.Calc.LIM-5.BInterpret the limiting case of the Riemann sum as a definite integral.
CB.Calc.LIM-5.CRepresent the limiting case of the Riemann sum as a definite integral.
CB.Calc.LIM-6 Improper integrals can be determined using limits of definite integrals.
CB.Calc.LIM-6.AEvaluate an improper integral or determine that the integral diverges.
CB.Calc.LIM-7 The behavior of a convergent or divergent series can be determined or estimated.
CB.Calc.LIM-7.ADetermine whether a series converges or diverges.
CB.Calc.LIM-7.BApproximate the sum of a series.
CB.Calc.LIM-8 Power series and Taylor series can represent functions.
CB.Calc.LIM-8.ARepresent a function at a point as a Taylor polynomial.
CB.Calc.LIM-8.BApproximate function values using a Taylor polynomial.
CB.Calc.LIM-8.CDetermine the error bound associated with a Taylor polynomial approximation.
CB.Calc.LIM-8.DDetermine the radius of convergence and interval of convergence for a power series.
CB.Calc.LIM-8.ERepresent a function as a Taylor series or a Maclaurin series.
CB.Calc.LIM-8.FInterpret Taylor series and Maclaurin series.
CB.Calc.LIM-8.GRepresent a given function as a power series.
CB.Calc.CHA Change
CB.Calc.CHA-1 The derivative of a function is the instantaneous rate of change of the function.
CB.Calc.CHA-1.AInterpret the rate of change at an instant in terms of average rates of change over intervals containing that instant.
CB.Calc.CHA-2 Derivatives can be computed using definitions and rules.
CB.Calc.CHA-2.ADetermine average rates of change using difference quotients.
CB.Calc.CHA-2.BRepresent the derivative of a function as the limit of a difference quotient.
CB.Calc.CHA-2.CDetermine the equation of a line tangent to a curve at a given point.
CB.Calc.CHA-2.DEstimate derivatives.
CB.Calc.CHA-3 Derivatives can be used to model rates of change in applied contexts.
CB.Calc.CHA-3.AInterpret the meaning of a derivative in context.
CB.Calc.CHA-3.BCalculate rates of change in applied contexts.
CB.Calc.CHA-3.CInterpret rates of change in applied contexts.
CB.Calc.CHA-3.DCalculate related rates in applied contexts.
CB.Calc.CHA-3.EInterpret related rates in applied contexts.
CB.Calc.CHA-3.FApproximate a value on a curve using the equation of a tangent line.
CB.Calc.CHA-3.GCalculate derivatives of parametric functions.
CB.Calc.CHA-3.HCalculate derivatives of vector-valued functions.
CB.Calc.CHA-4 Integrals can be used to model accumulation and net change in applied contexts.
CB.Calc.CHA-4.AInterpret the meaning of areas associated with the graph of a rate of change in context.
CB.Calc.CHA-4.BDetermine the average value of a function using definite integrals.
CB.Calc.CHA-4.CDetermine values for positions and rates of change using definite integrals in problems involving rectilinear motion.
CB.Calc.CHA-4.DInterpret the meaning of a definite integral in accumulation problems.
CB.Calc.CHA-4.EDetermine net change using definite integrals in applied contexts.
CB.Calc.CHA-5 Definite integrals can be used to calculate areas, volumes, and lengths.
CB.Calc.CHA-5.ACalculate areas in the plane using the definite integral.
CB.Calc.CHA-5.BCalculate volumes of solids with known cross sections using definite integrals.
CB.Calc.CHA-5.CCalculate volumes of solids of revolution using definite integrals.
CB.Calc.CHA-5.DCalculate areas of regions defined by polar curves using definite integrals.
CB.Calc.CHA-6 Arc length can be calculated using definite integrals.
CB.Calc.CHA-6.ADetermine the length of a curve in the plane defined by a function, using a definite integral.
CB.Calc.CHA-6.BDetermine the length of a curve in the plane defined by parametric functions, using a definite integral.
CB.Calc.FUN Analysis of Functions
CB.Calc.FUN-1 Existence theorems can be used to draw conclusions about the behavior of functions.
CB.Calc.FUN-1.AExplain the behavior of a function on an interval using the Intermediate Value Theorem.
CB.Calc.FUN-1.BJustify conclusions about functions by applying the Mean Value Theorem over an interval.
CB.Calc.FUN-1.CJustify conclusions about functions by applying the Extreme Value Theorem.
CB.Calc.FUN-2 A function's derivative, when it exists, can be used to determine whether the function is increasing or decreasing.
CB.Calc.FUN-2.AExplain the relationship between differentiability and continuity.
CB.Calc.FUN-3 Derivatives can be calculated for various types of functions.
CB.Calc.FUN-3.ACalculate derivatives of familiar functions.
CB.Calc.FUN-3.BCalculate derivatives of products and quotients of differentiable functions.
CB.Calc.FUN-3.CCalculate derivatives of compositions of differentiable functions.
CB.Calc.FUN-3.DCalculate derivatives of implicitly defined functions.
CB.Calc.FUN-3.ECalculate derivatives of inverse and inverse trigonometric functions.
CB.Calc.FUN-3.FDetermine higher order derivatives of a function.
CB.Calc.FUN-3.GCalculate derivatives of functions written in polar coordinates.
CB.Calc.FUN-4 A function's derivative can be used to understand function behavior.
CB.Calc.FUN-4.AJustify conclusions about the behavior of a function based on the behavior of its derivatives.
CB.Calc.FUN-4.BCalculate minimum and maximum values in applied contexts or analysis of functions.
CB.Calc.FUN-4.CInterpret minimum and maximum values calculated in applied contexts.
CB.Calc.FUN-4.DDetermine critical points of implicit relations.
CB.Calc.FUN-4.EJustify conclusions about the behavior of an implicitly defined function based on evidence from its derivatives.
CB.Calc.FUN-5 The Fundamental Theorem of Calculus connects differentiation and integration.
CB.Calc.FUN-5.ARepresent accumulation functions using definite integrals.
CB.Calc.FUN-6 Recognizing and applying techniques for antidifferentiation.
CB.Calc.FUN-6.ACalculate a definite integral using areas and properties of definite integrals.
CB.Calc.FUN-6.BEvaluate definite integrals analytically using the Fundamental Theorem of Calculus.
CB.Calc.FUN-6.CDetermine antiderivatives of functions and indefinite integrals, using knowledge of derivatives.
CB.Calc.FUN-6.DUse substitution and rearrangements into equivalent forms, such as long division and completing the square, for integrands requiring these techniques.
CB.Calc.FUN-6.EUse integration by parts for integrands requiring this technique.
CB.Calc.FUN-6.FUse integration by linear partial fractions for integrands requiring this technique.
CB.Calc.FUN-7 Solving differential equations allows us to model rates of change.
CB.Calc.FUN-7.AInterpret verbal statements of problems as differential equations involving a derivative expression.
CB.Calc.FUN-7.BVerify solutions to differential equations.
CB.Calc.FUN-7.CEstimate solutions to differential equations.
CB.Calc.FUN-7.DDetermine general solutions to differential equations.
CB.Calc.FUN-7.EDetermine particular solutions to differential equations.
CB.Calc.FUN-7.FInterpret the meaning of a differential equation and its variables in context.
CB.Calc.FUN-7.GDetermine general and particular solutions for problems involving differential equations in context.
CB.Calc.FUN-7.HInterpret the meaning of the logistic growth model in context.
CB.Calc.FUN-8 Solutions to differential equations can model motion in the plane.
CB.Calc.FUN-8.ADetermine a particular solution given a rate vector and initial conditions.
CB.Calc.FUN-8.BDetermine values for positions and rates of change in problems involving planar motion.

AP Statistics Learning Objectives

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CB.Stats.VAR Variation and Distribution
CB.Stats.VAR-1 Exploring data through asking and answering statistical questions.
CB.Stats.VAR-1.AIdentify questions to be answered, based on variation in one-variable data.
CB.Stats.VAR-1.BIdentify variables in a set of data.
CB.Stats.VAR-1.CClassify types of variables.
CB.Stats.VAR-1.DIdentify questions to be answered about possible relationships in data.
CB.Stats.VAR-1.EIdentify questions to be answered about data collection methods.
CB.Stats.VAR-1.FIdentify questions suggested by patterns in data.
CB.Stats.VAR-1.GIdentify questions suggested by variation in statistics for samples collected from the same population.
CB.Stats.VAR-1.HIdentify questions suggested by variation in the shapes of distributions of samples taken from the same population.
CB.Stats.VAR-1.IIdentify questions suggested by probabilities of errors in statistical inference.
CB.Stats.VAR-1.JIdentify questions suggested by variation between observed and expected counts in categorical data.
CB.Stats.VAR-1.KIdentify questions suggested by variation in scatter plots.
CB.Stats.VAR-2 Normal distributions and comparing data.
CB.Stats.VAR-2.ACompare a data distribution to the normal distribution model.
CB.Stats.VAR-2.BDetermine proportions and percentiles from a normal distribution.
CB.Stats.VAR-2.CCompare measures of relative position in data sets.
CB.Stats.VAR-3 Designing and analyzing experiments.
CB.Stats.VAR-3.AIdentify the components of an experiment.
CB.Stats.VAR-3.BDescribe elements of a well-designed experiment.
CB.Stats.VAR-3.CCompare experimental designs and methods.
CB.Stats.VAR-3.DExplain why a particular experimental design is appropriate.
CB.Stats.VAR-3.EInterpret the results of a well-designed experiment.
CB.Stats.VAR-4 Probability rules and calculations.
CB.Stats.VAR-4.ACalculate probabilities for events and their complements.
CB.Stats.VAR-4.BInterpret probabilities for events.
CB.Stats.VAR-4.CExplain why two events are (or are not) mutually exclusive.
CB.Stats.VAR-4.DCalculate conditional probabilities.
CB.Stats.VAR-4.ECalculate probabilities for independent events and for the union of two events.
CB.Stats.VAR-5 Discrete random variables and probability distributions.
CB.Stats.VAR-5.ARepresent the probability distribution for a discrete random variable.
CB.Stats.VAR-5.BInterpret a probability distribution.
CB.Stats.VAR-5.CCalculate parameters for a discrete random variable.
CB.Stats.VAR-5.DInterpret parameters for a discrete random variable.
CB.Stats.VAR-5.ECalculate parameters for linear combinations of random variables.
CB.Stats.VAR-5.FDescribe the effects of linear transformations of parameters of random variables.
CB.Stats.VAR-6 Normal distributions and hypothesis testing for proportions.
CB.Stats.VAR-6.ACalculate the probability that a particular value lies in a given interval of a normal distribution.
CB.Stats.VAR-6.BDetermine the interval associated with a given area in a normal distribution.
CB.Stats.VAR-6.CDetermine the appropriateness of using the normal distribution to approximate probabilities for unknown distributions.
CB.Stats.VAR-6.DIdentify the null and alternative hypotheses for a population proportion.
CB.Stats.VAR-6.EIdentify an appropriate testing method for a population proportion.
CB.Stats.VAR-6.FVerify the conditions for making statistical inferences when testing a population proportion.
CB.Stats.VAR-6.GCalculate an appropriate test statistic and p-value for a population proportion.
CB.Stats.VAR-6.HIdentify the null and alternative hypotheses for a difference of two population proportions.
CB.Stats.VAR-6.IIdentify an appropriate testing method for the difference of two population proportions.
CB.Stats.VAR-6.JVerify the conditions for making statistical inferences when testing a difference of two population proportions.
CB.Stats.VAR-6.KCalculate an appropriate test statistic for the difference of two population proportions.
CB.Stats.VAR-7 t-distributions and hypothesis testing for means and regression.
CB.Stats.VAR-7.ADescribe t-distributions.
CB.Stats.VAR-7.BIdentify an appropriate testing method for a population mean with unknown sigma, including the mean difference between values in matched pairs.
CB.Stats.VAR-7.CIdentify the null and alternative hypotheses for a population mean with unknown sigma, including the mean difference between values in matched pairs.
CB.Stats.VAR-7.DVerify the conditions for the test for a population mean, including the mean difference between values in matched pairs.
CB.Stats.VAR-7.ECalculate an appropriate test statistic for a population mean, including the mean difference between values in matched pairs.
CB.Stats.VAR-7.FIdentify an appropriate selection of a testing method for a difference of two population means.
CB.Stats.VAR-7.GIdentify the null and alternative hypotheses for a difference of two population means.
CB.Stats.VAR-7.HVerify the conditions for the significance test for the difference of two population means.
CB.Stats.VAR-7.ICalculate an appropriate test statistic for a difference of two means.
CB.Stats.VAR-7.JIdentify the appropriate selection of a testing method for a slope of a regression model.
CB.Stats.VAR-7.KIdentify appropriate null and alternative hypotheses for a slope of a regression model.
CB.Stats.VAR-7.LVerify the conditions for the significance test for the slope of a regression model.
CB.Stats.VAR-7.MCalculate an appropriate test statistic for the slope of a regression model.
CB.Stats.VAR-8 Chi-square distributions and tests.
CB.Stats.VAR-8.ADescribe chi-square distributions.
CB.Stats.VAR-8.BIdentify the null and alternative hypotheses in a test for a distribution of proportions in a set of categorical data.
CB.Stats.VAR-8.CIdentify an appropriate testing method for a distribution of proportions in a set of categorical data.
CB.Stats.VAR-8.DCalculate expected counts for the chi-square test for goodness of fit.
CB.Stats.VAR-8.EVerify the conditions for making statistical inferences when testing goodness of fit for a chi-square distribution.
CB.Stats.VAR-8.FCalculate the appropriate statistic for the chi-square test for goodness of fit.
CB.Stats.VAR-8.GDetermine the p-value for the chi-square test for goodness of fit.
CB.Stats.VAR-8.HCalculate expected counts for two-way tables of categorical data.
CB.Stats.VAR-8.IIdentify the null and alternative hypotheses for a chi-square test for homogeneity or independence.
CB.Stats.VAR-8.JIdentify an appropriate testing method for comparing distributions in two-way tables of categorical data.
CB.Stats.VAR-8.KVerify the conditions for making statistical inferences when testing a chi-square distribution for independence or homogeneity.
CB.Stats.VAR-8.LCalculate the appropriate statistic for a chi-square test for homogeneity or independence.
CB.Stats.VAR-8.MDetermine the p-value for a chi-square test for independence or homogeneity.
CB.Stats.UNC Uncertainty and Inference
CB.Stats.UNC-1 Representing and describing categorical and quantitative data.
CB.Stats.UNC-1.ARepresent categorical data using frequency or relative frequency tables.
CB.Stats.UNC-1.BDescribe categorical data represented in frequency or relative tables.
CB.Stats.UNC-1.CRepresent categorical data graphically.
CB.Stats.UNC-1.DDescribe categorical data represented graphically.
CB.Stats.UNC-1.ECompare multiple sets of categorical data.
CB.Stats.UNC-1.FClassify types of quantitative variables.
CB.Stats.UNC-1.GRepresent quantitative data graphically.
CB.Stats.UNC-1.HDescribe the characteristics of quantitative data distributions.
CB.Stats.UNC-1.ICalculate measures of center and position for quantitative data.
CB.Stats.UNC-1.JCalculate measures of variability for quantitative data.
CB.Stats.UNC-1.KExplain the selection of a particular measure of center and/or variability for describing a set of quantitative data.
CB.Stats.UNC-1.LRepresent summary statistics for quantitative data graphically.
CB.Stats.UNC-1.MDescribe summary statistics of quantitative data represented graphically.
CB.Stats.UNC-1.NCompare graphical representations for multiple sets of quantitative data.
CB.Stats.UNC-1.OCompare summary statistics for multiple sets of quantitative data.
CB.Stats.UNC-1.PCompare numerical and graphical representations for two categorical variables.
CB.Stats.UNC-1.QCalculate statistics for two categorical variables.
CB.Stats.UNC-1.RCompare statistics for two categorical variables.
CB.Stats.UNC-1.SRepresent bivariate quantitative data using scatterplots.
CB.Stats.UNC-2 Probability and simulation.
CB.Stats.UNC-2.AEstimate probabilities using simulation.
CB.Stats.UNC-3 Random variables and sampling distributions.
CB.Stats.UNC-3.AEstimate probabilities of binomial random variables using data from a simulation.
CB.Stats.UNC-3.BCalculate probabilities for a binomial distribution.
CB.Stats.UNC-3.CCalculate parameters for a binomial distribution.
CB.Stats.UNC-3.DInterpret probabilities and parameters for a binomial distribution.
CB.Stats.UNC-3.ECalculate probabilities for geometric random variables.
CB.Stats.UNC-3.FCalculate parameters of a geometric distribution.
CB.Stats.UNC-3.GInterpret probabilities and parameters for a geometric distribution.
CB.Stats.UNC-3.HEstimate sampling distributions using simulation.
CB.Stats.UNC-3.IExplain why an estimator is or is not unbiased.
CB.Stats.UNC-3.JCalculate estimates for a population parameter.
CB.Stats.UNC-3.KDetermine parameters of a sampling distribution for sample proportions.
CB.Stats.UNC-3.LDetermine whether a sampling distribution for a sample proportion can be described as approximately normal.
CB.Stats.UNC-3.MInterpret probabilities and parameters for a sampling distribution for a sample proportion.
CB.Stats.UNC-3.NDetermine parameters of a sampling distribution for a difference in sample proportions.
CB.Stats.UNC-3.ODetermine whether a sampling distribution for a difference of sample proportions can be described as approximately normal.
CB.Stats.UNC-3.PInterpret probabilities and parameters for a sampling distribution for a difference in proportions.
CB.Stats.UNC-3.QDetermine parameters of a sampling distribution for a sample mean.
CB.Stats.UNC-3.RDetermine whether a sampling distribution of a sample mean can be described as approximately normal.
CB.Stats.UNC-3.SInterpret probabilities and parameters for a sampling distribution for a sample mean.
CB.Stats.UNC-3.TDetermine parameters of a sampling distribution for a difference in sample means.
CB.Stats.UNC-3.UDetermine whether a sampling distribution of a difference in sample means can be described as approximately normal.
CB.Stats.UNC-3.VInterpret probabilities and parameters for a sampling distribution for a difference in sample means.
CB.Stats.UNC-4 Confidence intervals for proportions and means.
CB.Stats.UNC-4.AIdentify an appropriate confidence interval procedure for a population proportion.
CB.Stats.UNC-4.BVerify the conditions for calculating confidence intervals for a population proportion.
CB.Stats.UNC-4.CDetermine the margin of error for a given sample size and an estimate for the sample size that will result in a given margin of error for a population proportion.
CB.Stats.UNC-4.DCalculate an appropriate confidence interval for a population proportion.
CB.Stats.UNC-4.ECalculate an interval estimate based on a confidence interval for a population proportion.
CB.Stats.UNC-4.FInterpret a confidence interval for a population proportion.
CB.Stats.UNC-4.GJustify a claim based on a confidence interval for a population proportion.
CB.Stats.UNC-4.HIdentify the relationships between sample size, width of a confidence interval, confidence level, and margin of error for a population proportion.
CB.Stats.UNC-4.IIdentify an appropriate confidence interval procedure for a comparison of population proportions.
CB.Stats.UNC-4.JVerify the conditions for calculating confidence intervals for a difference between population proportions.
CB.Stats.UNC-4.KCalculate an appropriate confidence interval for a comparison of population proportions.
CB.Stats.UNC-4.LCalculate an interval estimate based on a confidence interval for a difference of proportions.
CB.Stats.UNC-4.MInterpret a confidence interval for a difference of proportions.
CB.Stats.UNC-4.NJustify a claim based on a confidence interval for a difference of proportions.
CB.Stats.UNC-4.OIdentify an appropriate confidence interval procedure for a population mean, including the mean difference between values in matched pairs.
CB.Stats.UNC-4.PVerify the conditions for calculating confidence intervals for a population mean, including the mean difference between values in matched pairs.
CB.Stats.UNC-4.QDetermine the margin of error for a given sample size for a one-sample t-interval.
CB.Stats.UNC-4.RCalculate an appropriate confidence interval for a population mean, including the mean difference between values in matched pairs.
CB.Stats.UNC-4.SInterpret a confidence interval for a population mean, including the mean difference between values in matched pairs.
CB.Stats.UNC-4.TJustify a claim based on a confidence interval for a population mean, including the mean difference between values in matched pairs.
CB.Stats.UNC-4.UIdentify the relationships between sample size, width of a confidence interval, confidence level, and margin of error for a population mean.
CB.Stats.UNC-4.VIdentify an appropriate confidence interval procedure for a difference of two population means.
CB.Stats.UNC-4.WVerify the conditions for calculating confidence intervals for the difference of two population means.
CB.Stats.UNC-4.XDetermine the margin of error for the difference of two population means.
CB.Stats.UNC-4.YCalculate an appropriate confidence interval for a difference of two population means.
CB.Stats.UNC-4.ZInterpret a confidence interval for a difference of population means.
CB.Stats.UNC-5 Errors in statistical inference.
CB.Stats.UNC-5.AIdentify Type I and Type II errors.
CB.Stats.UNC-5.BCalculate the probability of a Type I and Type II errors.
CB.Stats.UNC-5.CIdentify factors that affect the probability of errors in significance testing.
CB.Stats.UNC-5.DInterpret Type I and Type II errors.
CB.Stats.DAT Data Analysis
CB.Stats.DAT-1 Bivariate data analysis and linear regression.
CB.Stats.DAT-1.ADescribe the characteristics of a scatter plot.
CB.Stats.DAT-1.BDetermine the correlation for a linear relationship.
CB.Stats.DAT-1.CInterpret the correlation for a linear relationship.
CB.Stats.DAT-1.DCalculate a predicted response value using a linear regression model.
CB.Stats.DAT-1.ERepresent differences between measured and predicted responses using residual plots.
CB.Stats.DAT-1.FDescribe the form of association of bivariate data using residual plots.
CB.Stats.DAT-1.GEstimate parameters for the least-squares regression line model.
CB.Stats.DAT-1.HInterpret coefficients for the least-squares regression line model.
CB.Stats.DAT-1.IIdentify influential points in regression.
CB.Stats.DAT-1.JCalculate a predicted response using a least-squares regression line for a transformed data set.
CB.Stats.DAT-2 Studies, sampling, and sources of bias.
CB.Stats.DAT-2.AIdentify the type of a study.
CB.Stats.DAT-2.BIdentify appropriate generalizations and determinations based on observational studies.
CB.Stats.DAT-2.CIdentify a sampling method, given a description of a study.
CB.Stats.DAT-2.DExplain why a particular sampling method is or is not appropriate for a given situation.
CB.Stats.DAT-2.EIdentify potential sources of bias in sampling methods.
CB.Stats.DAT-3 Interpreting and justifying conclusions from significance tests.
CB.Stats.DAT-3.AInterpret the p-value of a significance test for a population proportion.
CB.Stats.DAT-3.BJustify a claim about the population based on the results of a significance test for a population proportion.
CB.Stats.DAT-3.CInterpret the p-value of a significance test for a difference of population proportions.
CB.Stats.DAT-3.DJustify a claim about the population based on the results of a significance test for a difference of population proportions.
CB.Stats.DAT-3.EInterpret the p-value of a significance test for a population mean, including the mean difference between values in matched pairs.
CB.Stats.DAT-3.FJustify a claim about the population based on the results of a significance test for a population mean.
CB.Stats.DAT-3.GInterpret the p-value of a significance test for a difference of population means.
CB.Stats.DAT-3.HJustify a claim about the population based on the results of a significance test for a difference of two population means in context.
CB.Stats.DAT-3.IInterpret the p-value for the chi-square test for goodness of fit.
CB.Stats.DAT-3.JJustify a claim about the population based on the results of a chi-square test for goodness of fit.
CB.Stats.DAT-3.KInterpret the p-value for the chi-square test for homogeneity or independence.
CB.Stats.DAT-3.LJustify a claim about the population based on the results of a chi-square test for homogeneity or independence.
CB.Stats.DAT-3.MInterpret the p-value of a significance test for the slope of a regression model.
CB.Stats.DAT-3.NJustify a claim about the population based on the results of a significance test for the slope of a regression model.

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